The Silent Way

Background of the Method

The Silent Method, also known as the Natural Method, is a language teaching
approach that emphasizes non-verbal communication as the primary means of
learning and communication in the target language. It is based on the
principles of language acquisition that were first described by the linguist
Stephen Krashen in the 1980s.

The Silent Method can be traced back to the late 19th century when Francois
Gouin, a French language teacher, developed a method of language teaching
that involved the use of gestures and actions to help students learn the target
language. This approach was further developed by James Cummins and
William Littlewood in the 1980s and 1990s, who called it the "Silent Way"
and the "Natural Method," respectively.
 What is the Silent Way?
 The Silent Method can refer to different teaching methodologies in different contexts.
However, in the context of language learning, the Silent Method refers to a teaching
approach that emphasizes communication through gestures, facial expressions, and
actions rather than verbal communication.
 The Silent Method was developed by the linguist and educator Caleb Gattegno in the
1960s. It involves creating a silent learning environment where the teacher and students
communicate through non-verbal means. The teacher uses gestures, pictures, and
physical objects to convey meaning and encourages students to do the same.
 The Silent Method is based on the idea that language learning should be a natural
process that mirrors the way children learn their first language. The approach
emphasizes the use of the target language from the beginning of the learning process,
rather than relying on translation or the use of the learner's native language.
 The Silent Method is based on the premise that language learning is a
natural process that occurs through exposure to the target language in
meaningful contexts. It emphasizes the use of non-verbal communication
such as gestures, facial expressions, and actions to help students understand
and communicate in the target language. The teacher plays a facilitative role,
creating an immersive learning environment where students are encouraged
to express themselves freely and creatively.
 The Silent Method has been used to teach a variety of languages, including
English, French, Spanish, and German, among others. It is particularly
effective for beginners and for learners who prefer a more interactive and
immersive approach to language learning. The Silent Method continues to be
used in language teaching today, often in combination with other approaches
such as communicative language teaching and task-based language teaching.
 Theory of Teaching
1.Focus on non-verbal communication: The Silent Method emphasizes the use of non-verbal
communication, such as gestures, facial expressions, and actions, to help students understand
and communicate in the target language. The teacher uses these non-verbal cues to provide
input that is comprehensible and meaningful to the learner.
2.Student-centered approach: The Silent Method is a student-centered approach that
emphasizes the active participation of learners in their own language learning. Students are
encouraged to use their creativity and imagination to express themselves in the target language.
3.Immersive learning environment: The teacher creates an immersive learning environment in
which the target language is the primary means of communication. The teacher speaks as little
as possible in the students' native language, encouraging them to use the target language as
much as possible.
4.Error correction: The teacher uses a "silent correction" approach, in which errors are
corrected through non-verbal cues such as gestures and facial expressions. This approach helps
students develop a subconscious feel for the language, allowing them to correct their own
errors over time.
 Theory of Learning
1.Input hypothesis: The Input Hypothesis states that language acquisition occurs when learners are
exposed to language input that is slightly beyond their current level of competence. In other words,
learners need to be exposed to language that is comprehensible but slightly challenging in order to
make progress in their language learning.
2.Affective filter hypothesis: The Affective Filter Hypothesis states that learners need to be in a
positive and supportive learning environment in order to acquire language effectively. Factors such
as anxiety, stress, and lack of motivation can create a mental block or "affective filter" that inhibits
language learning.
3.Natural order hypothesis: The Natural Order Hypothesis states that learners acquire language in a
predictable order, with some language structures being acquired before others. The teacher's role is
to provide input that is consistent with the learner's current stage of development.
4.Monitor hypothesis: The Monitor Hypothesis states that learners use a conscious "monitoring"
process to correct errors in their language use. However, this process is only effective when learners
have a solid foundation of language input and have developed a subconscious "feel" for the
language.
 Syllabus in the Silent way
1.Start with basic vocabulary: The syllabus should start with basic vocabulary that is relevant to
the learners' needs and interests. The teacher can introduce new words using pictures, gestures,
and physical objects.
2.Build on language structures: Once students have acquired basic vocabulary, the syllabus
should focus on building up language structures such as verb tenses, prepositions, and
conjunctions. The teacher can use role-play and picture stories to help students practice using
these structures in context.
3.Emphasize language functions: The syllabus should also focus on language functions such as
greetings, introductions, making requests, and giving directions. The teacher can use Total
Physical Response (TPR) and role-play to help students practice using these language functions.
4.Incorporate cultural elements: The syllabus should incorporate cultural elements such as
customs, traditions, and social norms that are relevant to the target language. The teacher can use
storytelling and role-play to introduce cultural elements in context.
 Teacher Role
1. Facilitator: The teacher acts as a facilitator who provides students with opportunities to communicate using
gestures, facial expressions, and actions. The teacher creates a safe and supportive environment where
students feel comfortable expressing themselves in the target language.
2. Model: The teacher serves as a model of non-verbal communication by using gestures, facial expressions, and
actions to communicate with students. The teacher's non-verbal cues provide a clear and consistent example
for students to follow.
3. Guide: The teacher guides students in their language learning journey by introducing new vocabulary and
language structures in a way that is engaging and interactive. The teacher encourages students to ask questions
and participate actively in the learning process.
4. Feedback provider: The teacher provides feedback to students on their language use, both positive feedback
to encourage progress and corrective feedback to help students improve their communication skills. The
teacher may also use corrective feedback in a non-verbal way, such as nodding or shaking their head to
indicate agreement or disagreement.
5. Resource provider: The teacher provides resources such as pictures, physical objects, and written materials
to help students learn the target language. The teacher may also incorporate technology and multimedia
resources to enhance the learning experience.
 Students Role
1. Communicator: Students use non-verbal communication such as gestures, facial expressions, and actions
to communicate in the target language. They are encouraged to express themselves freely and creatively in
a supportive environment.
2. Active learner: Students take an active role in their own learning, participating in a variety of activities
such as role-plays, picture stories, and vocabulary building exercises. They are encouraged to ask questions
and seek clarification when needed.
3. Collaborator: Students collaborate with their peers in pair work and group work, practicing their language
skills in a communicative and interactive way. They are encouraged to give and receive feedback from their
peers in a supportive and constructive manner.
4. Observer: Students observe and imitate the non-verbal communication of the teacher and their peers,
learning new vocabulary and language structures through context and visual cues.
5. Reflective learner: Students reflect on their language learning progress, setting goals for themselves and
evaluating their own performance. They are encouraged to take responsibility for their own learning and to
seek feedback and support when needed.
Thank You